the data. In
orders to illustrate clearly, some terms are abbreviated in the figures.
3.1. Reading attitude
After-class English Reading of the junior group/senior group
Questions Percentage
1 2 3 4 5
Attitude No.1(J) 1 0 4 18 77
No.1(S) 0 0 1 20 79
No.2(J) 5 15 41 28 11
No.2(S) 3 14 35 32 16
Table1: Reading attitude of junior and senior group.
(Note: J stands for junior group; S stands for senior group;1 stands for I never or almost never do this; 2 stands for I do this only occasionally; 3 stands for I sometimes do this ( about 50% of the time);4 stands for I usually do this; 5 stands for I always or almost always do this. No.1 stands for the first question. The different Numbers stand for different questions.)
Table1 shows that most of junior and senior students have a good attitude toward After-class reading. 77 percentage of subjects in senior 本
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英语论文网www.51lunwen.org整理提供group think that After-class reading is important and 79 percentage in junior group hold the same standing. The statistic still shows that although they have a good attitude toward after-class reading, but they do not have a good habit of after-class reading. Among the junior students, 28 percentage of students have a habit of reading after class. Only 10 percentage of students affirmed that they have after-class reading habit. While in the senior group, 16 percentage students have a good after-class reading habit. However, compared with 41 percentage in junior group, 35 percentage students in senior group sometimes read books after class. It is interesting that students realize the importance of after-class reading, but they do not tend to read. This suggests that there is no direct relationship between reading attitude and reading habits.
2.2. Reading purpose:
Question percentage
1 2 3 4 5
Purpose No.3(J) 4 15 21 38 22
No.3(S) 1 2 21 44 32
No.4(J) 2 12 34 34 18
No.4(S) 0 5 30 41 24
Table2: Reading purpose of junior and senior group.
Most students realize the importance of the after-class-reading for their English study and admit that their purpose to read is to strength the sense of language and raise the ability of self-study. Compared with 19 percentage the junior students to only 3 percentage the senior students (1 plus 2 percentage) have not clear ideas about the question, undoable the senior group do better. This suggests that senior students who have clear purpose to read are more than junior students.
And a few of students in junior group think that the purpose of after-class-reading is not just to get some new information but enjoy satisfaction from it. On the contrary, seniors’ intention of getting new information is clearer than juniors’. The table also shows that senior students get more information. Because they have a bright purpose when they read.
3.3. Reading strategy:
Table3 shows that the students major in English Department of GZUN can not use strategy in After-class reading fluently. 71 percentage (4 plus 5) of the junior students choose reading materials according to their reading interests and reading purpose, while 79 percentage (4 plus 5)of the senior students would make decisions by materials.
Questions percentage
1 2 3 4 5
Strategy(1) No.5(J) 1 8 19 31 41
No.5(S) 1 5 15 33 46
No.6(J) 5 21 28 34 12
No.6(S) 5 26 42 19 8
No.7(J) 9 25 21 24 21
No.7(S) 7 24 29 24 15
No.8(J) 15 20 33 26 6
No.8(S) 7
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